STATE OF INDIANA OUTLINE Township... Institute ...Work TOGETHER WITH Announcements for the Teachers' and Young People's Read- ing Circles Issued by the Department of Public Instruction FASSETT A. COTTON State Superintendent of Public Instruction 1904 WM. B. BURFORD PRINT, IND'PL8. STATE OF INDIANA OUTLINE Township Institute Work to»;kthkr with Announcements for the Teachers' and Young People's Reading Circles Issued by the Department of Public Instruction FASSETT A. COTTON State Superintendent of Public Instruction 1904 WM. B. BURFORD, PRINTER, INDIANAPOLIS 04- CONTENTS Page. Introduction 5-6 The Laws — Relative to Township Institutes 7 Relative to the Teachers' Wage 7 First Institute— Program 8 Outlines of Subjects 8-13 Second Institute — Program 14 Outlines of Subjects . 14-18 Third Institute — Program 19 Outlines of Subjects 19-22 Fourth Institute — Program 23 Outlines of Subjects 23-28 Fifth Institute — Program 29 Outlines ofSubjects 29-34 Sixth Institute — Program 35 Outlines of Subjects 35-39 Seventh Institute — Program 40 Outlines of Subjects 40-43 Reading Circles 45-59 Teachers' Circle 45-49 Young People's Circle 49-59 INTRODUCTION, Of all Indiana's educational meetings without doubt the Township Institute is the one that accomplishes most for the schools. When the work that is planned is done systematically and thoroughly the institute is a regular training and professional school for all the teachers, and is particularly helpful to new teachers. And everything is done to make good work possible. The best books obtainable are selected for study and the best program possible is made. The Trustee, with the advice of the County Superintendent, selects an experienced and competent teacher as Township Principal whose duty it is to take entire charge of the work in the institute in the absence of the County Superintendent, to serve as Chairman of the Pro- gram Committee, and to carry out the instructions of Superintendent and Trustee. Indeed, the success of the institute depends very largely upon the Prin- cipal, who should be the strongest student, teacher, and leader available. The law provides that the County Superintendent "shall hold one preliminary institute in each township in his county, before the opening of the schools each year, for the purpose of helping the teachers in the organization of their schools and giving any other needed assistance; but instead of holding such pre- liminary institute in each township, he may hold a joint institute for two or more adjoining corpora- tions." The joint preliminary institute is to be com- mended because in this way the Superintendent may meet all the teachers in the county early in the school year. All duties for these preliminary or first insti- tutes should be assigned as long before the meeting as possible, so that good, strong preparation may be made by the teachers. And preparation on the part of the teacher is essential. Without this the best books, the strongest programs that can be planned, the best Principal, and the most careful work of Superintendent and Trustee will fail to make a suc- cessful institute. Every teacher should make careful preparation upon all the work of the institute. It is not sufficient for the teacher to prepare merely the work assigned him. And the Trustee has no legal right to pay for mere passive attendance. The teacher should take an active, intelligent Interest in all the work. But he can not do this if his prepara- tion for the institute is always left till the Friday night before the meeting, to be hurriedly skimmed over for the next day. He must do some careful, sys- tematic study daily. He should plan his work so that he can give his best sustained efforts to these subjects. He can rest assured that nothing is of larger importance, and that nothing will bring larger returns. The books selected this year, the work planned, and the supplemental books suggested are all worthy of our best efforts. With the full assurance that all will enter upon the work enthusiastically, and that every school in the State will be influenced by the Township Institutes, I am, yours truly, FASSETT A. COTTON, State Superintendent of Public Instruction. THE LAWS CONCERNING TOWNSHIP INSTITUTES, AND TEACHERS' WAGES. THE TOWNSHIP INSTITUTE. At least one Saturday in each month during which the public schools may be in progress shall be de- voted to township institutes, or model schools for the improvement of teachers; and two Saturdays may be appropriated, at the discretion of the Township Trustee of any township. Such institute shall be presided over by a teacher, or other person, desig- nated by the Trustee of the township. The Town- ship Trustee shall specify, in a written contract with each teacher, that such teacher shall attend the full session of each institute contemplated herein, or for- feit one day's wages for every day's absence there- from, unless such absence shall be occasioned by sickness, or such other reason as may be approved by the Township Trustee, and for each day's attend- ance at such institute each teacher shall receive the same wages as for one day's teaching: Provided, That no teacher shall receive such wages unless he or she shall attend the full session of such institute and perform the duty or duties assigned. THE TEACHERS' WAGE LAW. The daily wages of teachers for teaching in the public schools and attending township institutes shall not be less than the amount determined by multiply- ing two and one-fourth, two and one-half or two and three-fourths cents (according to the number of years' experience as a teacher) by the general average of scholarship and success, plus two per cent, If the teacher attended full time at the county institute: Provided, That only the general average of schol- arship, plus the two per cent, (if the teacher attended full time at the county institute), shall be used in determining the wages of beginning teachers, -7- FIRST (PRELIMINARY) INSTITUTE, PROGRAM. 9:00 a. m. 1. Opening Exercises. 2. Roll Call. Responses; quotations from the Bible. 3. School Management. Chapters .1, II and XI. Note— Assign a teacher to each chapter. 4. Declamation. 5. The Social Spirit in America. 12:00 NOON. 1 :00 p. m. 6. Music. 7. Address by the County Superintend- ent. 8. Declamation. 9. The State Course of Study. 3:20 Assignment of Work for Second In- stitute. 3:25 Miscellaneous Business. 3:30 Adjournment. 3. SCHOOL MANAGEMENT. An attempt has been made in the outline to adjust the work to the needs of the teachers who will study this book. The author has dealt with his subject in the broadest way, but there are some topics that are of more specific importance than others to teachers in the district schools, and these should have the stress. After all has been said that can be said upon the question of school management the fact remains that the thing for each teacher to do is to teach school. The question then becomes one of teaching The chief factors involved in the process are toacher 9 and pupil, and the chief means to be employed in carrying on the process is the recitation. These are the live elements in school teaching— all others are incidental and supplemental. Teacher, pupil and recitation must be kept upper- most, then, and the work for the seven institutes makes this idea dominant. Here is a chance for the teachers of the State to do some good, strong, profes- sional work. It will require systematic study and preparation. To make the work as efficient as possi- ble the following suggestions are made to the teach- ers who will undertake it: First, read the entire book as it is written, before the first institute. Second, read the book in the order suggested as the work proceeds. Third, in the light of the conditions under which you are teaching, study closely and question each statement the author makes. Fourth, in order to emphasize the chief factors, teacher, pupil and recitation, three splendid books are suggested as supplemental: Huntington's "Un- conscious Tuition"— to give larger insight into and greater respect for the teacher's calling; Elizabeth Harrison's "Study of Child Nature"— to give a better understanding of the pupil; and McMurry's "Method of Recitation"— to show how to conduct a live les- son. These books might well be the constant com- panions of every teacher. Note.— If this work is not assigned for the prelim- inary institute it should be assigned for the next regular meeting, as it is too important to omit. Outline. (Chapters I, II and XI.) (1) Chapter I— The Nature and Scope of School Management. 1. The present conception of the school. 10 2. How has the theory of school government i changed? 3. The relation of school and community. 4. The teacher's attitude toward the commu- nity. 5. School system and factory system compared. 6. The question of uniformity. (2) Chapter II— The Teacher. 1. Personality and what it carries with it. Read Huntington's "Unconscious Tuition." a. Intellectual fitness. b. Moral fiber. c. Sincerity. d. Honesty. e. Social qualities. f. Cheerfulness. g. Genuineness. 2. Good health. 3. The question of outside duties. 4. Merit and the selection of teachers. (3) Chapter XI— The Recitation. 1. What it is. 2. What it should do. 3. Interest as a factor. 4. Means used. 5. Method. 6. Device. 7. Assignment. , 5. THE SOCIAL SPIRIT IN AMERICA. Chapter I— Introduction. Sociology as a science. The universality of Relig- ion. Its origin. Religion and Sooiology. Test of be- liefs. Elements of motive. The primary motives. Other motives. Scientific curiosity. Fellowship. Con- science. Religion. Self-interest. The social spirit and institutions. The growth of institutions. Com- petition. Customs. Special sciences. Movements of 11 the social spirit Types. How improvements begin. Functions of voluntary associations. Debatable ques- tions. Purpose of this book. Nature of civilization. Variety of service. Specialization in philanthropy. Relation of various philanthropic movements. Questions. Can you enlarge or correct the definition of the ob- jects of human association (pp. 12-13)? Is there a distinction between "selfishness" and "the interests of self?" What human interests are served by the family? By the school? Describe the difference be- tween habit, custom, fashion, manners, law. Crit- icise Lord Russell's definition of civilization. Give examples from your own knowledge of the types of association (p. 18). Describe the origin and first efforts of some local association, club, lodge, society. Criticise their methods and effects and give your rea- sons. Chapter II— Home-Making as a Social Art. Family members. Social functions. Forms and de- velopment. Social interests at stake. Standards of conduct. Christian law. The actual conditions in the higher and lower states of society. Furniture and morals. Low wages. Defects in the dwelling. Ab- sence of mothers. Temptations of youth. The boy and the home. Essential elements. Intemperance and other causes of degeneration. Divorce. The home. Household accounts. Instruction in cooking. : Cooperative housekeeping in cities. Care of the home. Homes of luxury. Comment of Octavia Hill. Aes- thetic element in the house. Example and discussion. County fairs. The intellectual life of home. "The unsocial club of women," Mrs. Grubb. Broken lives. Our leisure class. Religion in the home. The Mothers' Union. The ideal of mothers. n Questions. How can we test domestic conduct? By what rules? How does extreme poverty injure the home? What are the effects of extravagance? What are the causes of divorce? Is the divorce evil a present menace to society? Report the results of your ob- servation of families in respect to any point men- tioned in the text. Report the result of any reading on the subject. 7. ADDRESS. County Superintendent, 30 minutes. 8. DECLAMATION. 9. THE STATE COURSE OF STUDY. Note.— Assign a teacher to each topic indicated by letter. a. Plan of the course as a whole. (A Course of Study should be in the hands of each teacher.) b. Introduction to the Course of Study. (1) What is a practical course? Discuss i fully. (2) Important points to keep in mind. Name them. Why? (3) Importance of the first three grades. (4) Alternate-day recitations. Very impor- tant. Why? (5) Elementary Agriculture. (6) Division of work. (7) Grading Schools— Making reports. €. Reading. (1) Introduction. (a) Importance of. (b) Every-day experiences employed. What does this mean? See' again introduction to Course of Study. 12 (c) Remoter purposes. (d) The Primer. (2) Discuss the Course in Reading c©?©r- lng the "first part" of the first, sec- ond and third years' work. d. Geography. (1) Introduction. (2) Discuss the Course in Geography cov- ering the "first part" of the fourth, fifth, sixth and seventh years' work. Emphasize the importance of follow- ing closely the course in sixth and seventh years. Note.— Provision is made for reviewing Geography in the eighth year, alternating with eighth year Physi- ology. Call attention of institute to this fact. e. Arithmetic. (1) Introduction. (2) Discuss the course in arithmetic cover- ing the "first part" of the third, fourth and fifth years' work. f. Nature Study. (1) Introduction. (2) Discuss September and October work. 3:20 p. m. Assignments of work for the next Insti- tute. 3:25 Miscellaneous business. 3:30 Adjournment. SECOND INSTITUTE. PROGRAM. 9:00 a. m. 1. Opening Exercises. 2. Roll Call. Responses; quotations from Hawthorne. 3. School Management. Chapters III, IV and XII. Note.— Assign a teacher to each chapter. 4. Declamation. 5. The Social Spirit in America. 12:00 NOON. 1:00 p. m. 6. Music. 7. The State Course of Study. 8. Declamation. 2:00 9. The Young People's Reading Circle Work. 10. A Reading Lesson— The Solitary- Reaper. Note.— The teacher to present this lesson should be chosen by lot just before the recitation begins. 3:20 p. m. Assignment of duties for next institute. Note.— Under the direction of the County Superin- tendent each teacher should visit some school before the next institute. In his visit the teacher should be guided in his observations by Chapters VII, X, XI and Section 5, Chapter XII, School Management. 3:25 p. m. Miscellaneous business. 3:30 Adjournment. 3. SCHOOL MANAGEMENT. (Chapters III, IV and XII.) (1) Chapter III— The Growth of the Teacher. 1. The law of growth and decay. 2. Society, friends and books. -14- 15 3. Value of school-visiting. 4. Value of teachers' meetings. 5. Travel. 6. Individuality. (2) Chapteb IV— Physical Conditions. 1. Hygiene as a matter of private and public concern. 2. School grounds and the basis of selection. 3. School architecture. 4. School furniture and decoration. 5. Heating and ventilation. (3) Chapter XII— The Recitation. 1. The immediate aim. 2. The problem of method. a. Induction or deduction. 3. Apperception. 4. Herbart's Five Formal Steps. a. State, explain, and illustrate each. b. See outlines in Appendix. c. See McMurry's "Method of Recita- tion." 5. THE SOCIAL SPIRIT IN AMERICA. Chapter III— Friendly Circles of Women Wage- Earners. New problems. Industrial situation of women. The method of patronage. The Y. W. C. A. Homeless girls. Boarding-houses. Noon rest. Fellowship. Day nurseries. The Girls' Friendly Society. Protective agencies. Legal protection. The Consumers' League. A "fair house." A just boycott. Advice to shoppers. Working girls' societies. Classes of working women. Methods of organization. Constitution. Rules. In- dependence. Range of activities. Domestic circle. Benevolent work. Working Women's Social Club. Bible Class Clubs. The "Jane Club." Influence of clubs. Miss Dodge's testimony. Union of man and woman service. Freedom and responsibility. IS Questions. How has factory industry changed employments of women? Illustrate. Why have associations? De- scribe any local association of women or for women who work for wages. What is done for "domestic employes?" Report any new points found in maga- zines or books. Chapter IV— Better Houses for the People. : Influence of surroundings. Dwellings. Helple ness of the individual. Examples of "how not to it." "The murder of the innocents." Neglect. In- vestigation. Landlord missionaries. Business and philanthropy. An example. A model rent collector. Rising standards. Absenteeism. Suburban homes. Towns made to order. Pullman. Private building companies. Example of a building association. For rent. Municipal action. Public self-protection. Ar- rangement of farmhouses. Forms of ownership. Be- ginnings made. Real sociability. Questions. Describe defects of dwellings you have examined. Give the main points of any article you have read bearing upon this chapter. CiiArTER V— Public Health. Social cost of disease. War and disease. Sin and disease. Disease and insurance. Causes of disease. Heredity. Soil. Hidden enemies. Water supply. Typhoid fever. Duty of temperance people. Food. Foul air. Street-car floors. Economic causes. Social selection of the unfit. Dignity of the body. Sanitary aid societies. Custom. Functions of sanitary aid as- sociations. Charity visitors. Public water supply and drainage. City soil. The physicians. The spoils 17 system. Public means of cleanliness. Tramps and Washing. Public washhouses. Public lavatories. Pure milk. School hygiene. Health and politics. Progress. Malaria. Questions. Trace the connection between corrupt politics and dirty streets. Give the results of your own observa- tion in the causes of disease in your community and the efforts to prevent sickness. Ask a physician to give his views. Criticize the schoolhouse from this point of view. Record results of other reading. What bearing does the teaching of scientific temper- ance have upon this chapter? 7. THE STATE COURSE OF STUDY. a. History. (1) Introduction. (2) Discuss the Course in History covering the "first part" of the first, second and third years' work. b. Geography. (1) The twofold purpose throughout the fourth year. (2) Discuss the conduct of excursions; the proper use of pictures and products, etc., of distant regions studied; the value of collections made by children of pictures and products, etc., and the method of planning them. See intro- duction to the course in Geography and the discussions of the fourth and fifth years' work. c. Music. (1) Discuss the "first part" of Course in Music. A teacher who understands music should discuss this subject. 2-Tp. Inst. 18 9. YOUNG PEOPLE'S READING CIRCLE. 1. Purpose of the Young People's Reading Circle organization. 2. How may these books be obtained? 3. How should the books be used? 4. Illustrate by the use of Reading Circle books how the home-life of the child may be related to the school life. 5. Discuss briefly the nature of these two books: "The Horse Fair" and "Stories of Mother Goose Village." 10. READING LESSON. "The Solitary Reaper," pages 253-257, School Man- agement. Note. — Every teacher should make careful prepara- tion of this lesson. Let it be remembered that the one to present the lesson is to be chosen by lot just before the recitation begins. The teacher chosen will make a class of the members of the institute. 3:20 p. m. Assignment of duties for next institute. 3:25 Miscellaneous business. 3:30 Adjournment. THIRD INSTITUTE. PROGRAM. 9:00 a. m. 1. Opening Exercises. 2. Roll Call. Responses; quotations from Tennyson. 3. School Management. Chapters XIII, VI and V, Note.— Assign a teacher to each chapter. 4. Declamation. 5. The Social Spirit in America. 12:00 NOON. 1:00 p. m. 6. Music. 7. The State Course of Study. Note.— Assign a teacher to each topic indicated by letter. 8. Declamation and music. 2:15 p. m. 9. Reports on visits to schools. 3:20 Assignment of duties for next insti- tute. 3:25 Miscellaneous business. 3:30 Adjournment. 3. SCHOOL MANAGEMENT. (Chapters XIII, VI and V.) (1) Chapter XIII— Training Pupils to Study. 1. What it is to study. 2. Difficulties in learning to study. 3. What the teacher can do towards teaching pupils how to study. a. No more important subject can claim the attention of the institute, and it should receive the closest considera- tion. —19- 20 (2) Chapter VI— Organization of the school. 1. The facers involved. 2. The necessity for system. 3. Plans for classifying pupils a. See Introduction Indiana Course of Study. 4. How may the teacher so direct the work that each member of the class may have all the work he can do in each subject. 5. The true basis of promotion. (3) Chapter V— Physical Conditions. 1. Heating and ventilation. 2. Cleanliness. 3. General sanitation. 4. General suggestions. a. These deserve special attention 5. THE SOCIAL SPIRIT IN AMERICA.. Chapter VI.— Good Roads and Communication. Their significance for civilization. Social function of roads. Individual efforts. Influence of effort. Economy of good roads. "Mud tax." Sidewalks. Methods. Cash wages. Working prisoners. State aid. The other side. Electric roads. Effects of cheap transit. Communication. Social ministry of telegraphs. Postoffice. Cheap postage. Rural deliv- ery. Electric bonds of country and city. General value of the telegraph. Questions. Describe the system of telephone and postal service in your county and give examples of effects in social conduct. What is your county doing to improve roads? Write an editorial of five hundred words on the subject of good roads. Describe the difficulties in the way of improving roads. 21 Chapter VII— The First Factor of Industrial Re- form: The Socialized Citizen. Natural law in the economic world. Herbert Spen- cer's view. Amateur economists. Need of general in- formation. Vitality of the industrial system. The eternal purpose. The natural growth of the indus- trial system. Human development. "The survival of the fittest." Individualists and socialists. The golden mean. The need of improvement. Real trag- edies. The unemployed. The cost of progress. Rem- edies for present conditions. Individual effort. Thrift. Power of personal will. Problems of popula- tion. J. S. Mill's view. Misplaced pity. The doc- trine of Malthus. Personal character. Contentment. Attitude of wealth. Luxury. Its law. Evil example. Buying wives. Small incomes. The sophism of van- ity. Purification. Questions. Define luxury. Criticize the teaching of the text. Find all the fault with it you can. Illustrate the idea that a man serves society in serving himself. Give results of your observation of effects of laziness and drink. Other reading. Chapter VIII— What Good Employers are Doing. Criticism of capitalists. PoAver of employers. Re- sponsibility of employers. Employers dependent upon society. Mr. N. O. Nelson. Cooperative produc- tion. Improved character of employers. Personal relations. Maximum and minimum wages. A filial tribute. Illustrations of the social spirit in a factory. New England. The watch factory. Yankee idealism. Sentiment with money value. The inspectors. Method of paying wages. Consulting workmen. Trials of patience. Creating public opinion. Provi- dent measures. Friendly leadership. Testimony of a capitalist. Government insurance. Means of culture. Elevation of soul. Increased earning power. Profit- sharing. The wage system. Defects. Definition of 22 profit-sharing. Objections. Conflicting opinions. How decision must be made. Questions. Illustrate the influence of kindness and good taste in a factory. Define profit-sharing and state argu- ments for and against it. Ideas gathered from other reading. 6. MUSIC. 7. THE STATE COURSE OF STUDY. Note.— Assign a teacher to each topic indicated by letter. a. Reading. (1) Discuss the Course in Reading cover- ing the "second part" of the first, sec- ond and third years' work. b. Geography. (1) Discuss the Course in Geography cov- ering the "second part" of the fourth, fifth and sixth years' work. c. Arithmetic. (1) Discuss the Course in Arithmetic cov- ering the "second part" of the sec- ond, third and fourth years' work. (2) Many topics found in the books should be omitted, especially in the short term schools. See Introduction to the outline in Arithmetic. Point out the prominent omissions suggested. d. Nature study. (1) Discuss November and December work. 9. REPORTS ON VISITS TO SCHOOLS. In making these reports teachers should be guided by Chapters VII, X, XI, and Section 5, Chapter XII, Dutton's School Management. 3:20 p. m. Assignment of duties. 3:25 Miscellaneous business. 3:30 Adjournment. FOURTH INSTITUTE. PROGRAM. 9:00 a. m. 1. Opening Exercises. 2. Roll Call. Responses; quotations from Emerson. 3. School management. Chapters VII, VIII and XI. Note.— Assign a teacher to each chapter. Chapter XI is very important at this time. 4. Declamation. 5. The Social Spirit in America. 12:00 NOON. 1:00 p. m. 6. Music. 7. The State Course of Study. 8. Declamation and Music. 9. A Lesson in Geography— "Vienna, the Chief Gate City of Europe," pages 257-263, School Management. Note.— The teacher to present this lesson should be chosen by lot just before the recitation begins. 3:20 p. m. Assignment of duties for the next insti- tute. 3:25 Miscellaneous business. 3:30 Adjournment. 3. SCHOOL MANAGEMENT. (Chapters VII, VIII and XI.) (1) Chapter VII— The Government of the School. 1. The Power of Personality. See Hunting- ton's "Unconscious Tuition." 2. Careful preparation the secret of success. 3. Attitude of teacher to pupil. -23- 24 4. The school virtues. 5. The self-government idea. a. Give some account of an early at- tempt in this direction in the his- tory of education. b. Give an account of the George Junior Republic and the Chicago School. c. What is the real truth with regard to self-government so far as the teacher is concerned? See Eliza- beth Harrison's "Study of Child Nature." (2) Chapter VIII— School Incentives. 1. What must determine the incentives? 2. State the objectionable incentives with your reasons. a. What do you think of the Smith Col- lege idea? b. Discuss in particular the practice that brings the pupil into ridicule for his shortcomings and failures. 3. Natural and worth incentives. a. Distinguish "school spirit," as Dean Briggs puts it, and "school honor" as it is sometimes found. b. See Elizabeth Harrison's "Study of Child Nature." (3) Chapter XI— The Recitation. 1. Read the chapter again and give the insti- tute the benefit of any new light you get. 2. Read McMurry's "Method of the Recita- tion." 5. THE SOCIAL SPIRIT IN AMERICA. Chapter IX— Organization of Wage-Earners. Common interests of humanity. Bodies before minds. Special interests of wage-earners. Trades unions. Necessity. Past trades unions. English his- 25 tory. Relation of unions to strikes. Aim. Methods. Legal status of trades unions Pacific organization for mutual benefit. The benefit factor in trades unions. Insurance. Cooperation of others than wage- earners. Insurance fraternities. Baernruther. The Rochdale plan. Joint-stock companies. Limited suc- cess of societies for profit. Democratic ideals. Co- operation. Economic advantages. Moral advantages. Conditions of success. The movement in the United States. Federation. Popular credit. Cooperative banking. Statistics. Method. Occasion for other forms of credit. Demand for small loans. Renters need capital. Raiffeisen. Moral effects. Unselfish- ness a factor in business. Questions. State argument for trades unions. State the con- ditions of safe life insurance. Describe the purpose, organization, methods and results of a building and loan association, or of any society of wage earners for common benefit. What of the Order of Pesta- lozzi? What of John Mitchell's conduct of the an- thracite strike? Further reading. Chapter IX— Economic Cooperation of the Com- munity. Agencies of public opinion. Reconciliation and ar- bitration. Tribunals of peace. French councils. Massachusetts. Protective legislation. Factory laws. Protection of working children. Perils of the young. Compulsory education. Women workers. Efficiency of factory inspection. Appeal to the legislature. The sweating evil. How remedied. Enabling legislation. Free employment bureaus. Trusts and combinations. Criminal acts. Politics and franchises. Control of corporations. Danger from great estates. Taxing power. Postal savings. The school. You. "Pater- nalism." Municipal pawnshops. Municipal markets and slaughter-houses. Socialism. 26 Questions. Why does the state regulate child labor in fac- tories? Describe modes of control of trusts. Have you observed any evil effects of industrial and com- mercial combinations? What convenient forms of savings and investment have you in your county? Other reading. Chapter XI— Political Reforms. More power, more responsibility. Political duty. Preparation for newspaper reading. The essential work of the State. Government agencies of progress and convenience. Party politics. Party principle. National aims. False independence. Independent ac- tion. Relation of local to national issues. Vigilance along the line. Civil service reforms. Principles of this reform. The poor man's interest. The necessity for civil service reform. Misplaced power of appoint- ment. How to help. Municipal reform. Right men in the right places. Limitation of councils. Elec- toral reform. The Corrupt Practice Acts. Bribery. English success. Progress of reform. The Austral- ian ballot. Referendum. Initiative. Proportional representation. Evils illustrated. Advantages. Le- galized primary. Mr. Fiske. Questions. What are the chief functions of government? What is the use of party? What are the principles of the merit system? What is a "primary election?" What is your opinion of allegiance to party in local affairs? Describe a "caucus." Discuss the government of our State. 6. MUSIC. 27 7. THE STATE COURSE OF STUDY. Note.— Assign a teacher to each topic indicated by a letter. a. History. (1) Discuss the introductions and outlines of the fifth and sixth years. (2) Discuss the "second part" of the first, second and third years. b. Language. (1) In language work "the life experience of the pupil must be considered and used." Explain this statement fully. (2) "There must be some thought to ex- press before one can express it." Show how this principle is violated, sometimes, in assignment of subjects for compositions and themes. (3) Again, "the subjects for Language work must be taken out of the lives, the very daily experiences of the children." In light of this quotation ask members of the institute to name some appropriate subjects for com- positions. (4) Carry the point further by showing the kinds of problems to present to pupils in Arithmetic. c. Music. (1) Discuss the "second part" of Course of Study. d. The Most Practical Course. "The most practical course of study is the one which will in the most concrete way adjust the child to the life he is to live. The school is sometimes too foreign to life. It completely overlooks everyday experiences which ought to be utilized in the process of education. Good teaching ought to make the child live so truly and so thoroughly that he will have grad- 28 ually built into him as fixed habits the great prin- ciples of life. So trained, life's problems will not sur- prise him. Spelling, Reading, Writing, Arithmetic, Geography, Grammar, History, whatever is used in the course, must be a means of interpreting life. And the great world of nature and social life must be drawn upon freely for illustrations in this work. The earth-forms at home, the practical problems in com- mercial life, the social problems at hand must make subjects live for the child. This thought has been kept in mind in the preparation of this course of study and in adapting it to his school the teacher must remember that it is the letter of the law that kills and the spirit that makes alive. The course is elastic enough to meet all the varying conditions in Indiana."— State Course of Study. (1) Illustrate the thought in this quota- tion, using Arithmetic as a basis. (2) Illustrate the thought, using Language as a basis. (3) Illustrate the thought, using Geog- raphy as a basis. e. Physical Culture. (1) Show what can be done in physical culture in the country schools. The teacher should illustrate how the work may be directed by- drilling the institute in the exercises outlined. 9. A LESSON IN GEOGRAPHY. "Vienna, the Chief Gate City of Europe," pages 257- 263, School Management. Note.— Every teacher should make thorough prep- aration of this lesson. Let it be remembered that the one to present this lesson is to be chosen by lot just before the recitation begins. The teacher chosen will make a class of the members of the institute. 3:20 p. m. Assignment of duties for next institute. 3:25 Miscellaneous business. 3:30 Adjournment. FIFTH INSTITUTE. PROGRAM. 0:00 a. m. 1. Opening Exekcises. 2. Roll Call. Responses; quotations from Dutton or Henderson. 3. School Management. Chapters IX, X and XII. X<> if.— Assign a teacher to each chapter. 4. Declamation. 5. The Social Spirit in America. 12:00 NOON. 1:00 r. m. 6. Music. 7. The State Course of St inly. 8. Declamation. 9. Young People's Reading Circle. 10. '"A Lesson on the Stamp Act," pages 272-275, School Management. Note.— The teacher to present this lesson should be selected by lot just before the recitation begins. 3:20 p. m. Assignment of duties for the next insti- tute. '■>:2~> Miscellaneous business. 3:30 Adjournment. 3. SCHOOL MANAGEMENT. (Chapters IX, X and XII.) (1) Chapter IX — The Curriculum. 1. What determines the curriculum? a. See Dr. Harris' "Psychologic Founda- tions of Education," pp. 321-341. b. Should a teacher know? Why? 2. The factors that should have significance in making a course of study. 30 3. The teacher's use of the curriculum. a. Value of plan and progress books. 4. Should anything be done with agriculture in the district schools? In the township high schools? a. See State Course of Study. (2) Chapter X— The Daily Program. 1. Its importance. 2. The number of classes in the district school, a. See State Course of Study. 3. Definite periods for study and recreation just as essential as definite periods for recitation. 4. Gymnastics and games. a. Show how the suggestions in this chapter can be carried out in the district school. 5. The teacher and the program. (3) Chapter XII— The Recitation. 1. Read this chapter again in connection with your study of the lesson in the appendix that is to be presented. a. See McMurry's "Method of the Reci- tation." 5. THE SOCIAL SPIRIT IN AMERICA. Chapter XII— The Social Spirit in the State School System. The teacher's work. Schools and social ideas. Function of the school. Democracy and schools. England and America contrasted. Garfield's senti- ment. The citizen and the school. The public school and its present work. The wealthy and the schools. Moral influences. Danger from private schools. The schoolhouse. Art in the schoolroom. Art in the course of study. Educational end of art. The school 31 and home. Domestic science in the school. The slow pupil. Remedies. Patience. Injustice. Rural schools. Difficulties of improvement. Suggestort remedy. Advantages. The rural school and the f.rm. High school. Lecture courses. Trade schools. Manual training. Time of training. Moral value. Imported competitors. Required attendance. Reli- gious teaching. Ethical teaching. Higher education by the State. Boards of education. Free public libraries. Traveling libraries. Reforms. Questions. How can adult education be promoted? Why have State schools? What provisions are made for free libraries in your community? How can your school library be made more effective? Arguments for and against transportation of children and concentration of schools in the country. Chapter XIII— Voluntary Organizations of Edu- cation. Source of our education. The beginnings. Experi- ments. Pioneers. Statistics. Parochial schools. The Chautauqua idea. The religion of the founders. Economy of time. The school and life. The modern camp meeting. Culture and democracy. The C. L. S. C. Relation to college work. Local circles. Value of Chautauqua. Outgrowth. Women's clubs. House- hold economic associations. Farmers' reading cir- cles. Machinery. Higher attainments. Utopia. University extension. The scholars and the people. Popularizing science. Origin. Methods. Libraries. Home libraries. Social settlements. Necessity. Re- lation of the classes. Methods. Missionary educa- tion. Tuskegee. Peabody fund. Vacation schools. Questions. Why should there be any need of educational work outside the public school system? Why are parochial 32 schools supported? Describe a Farmers' Institute, or some local club for aesthetic or intellectual devel- opment. Examine and criticize the topics of a woman's club. 7. THE STATE COURSE OP STUDY. Note.— Assign a teacher to each topic indicated by letter. a. Reading. (1) Discuss the "third part" of the first, second and third years. (2) State why it is so important to take especial pains with first three years. (3) Why is reading the most important study? Justify the use of high grade literature in our readers. (Ii What is the primary purpose in teaching reading? The remoter pur- pose ? (5) Show how oral reading is the real test of interpretation. Is oral read- ing neglected in our schools? "In the schoolroom the child should be just as free and natural in his reading as he is in his play at home." How can this be accom- plished? Note.— See Clark's "How to Teach Reading." b. Geography. (1) Discuss the "third part" of the fourth, fifth and sixth years. (2) Prove to the institute that air is something. (3) With the institute as a class, use the "suggestions" on pages 80 and 101, Tarr's Geography. See also pages 229 and 248. The teachers 33 should think carefully over these suggestions before coming to the institute. (4) In the sixth and seventh years the work is based upon the "Causal Sequence," and text outlined ac- cordingly. What does this mean? Explain with examples that you have used. See p. 55, Course of Study for discussion of "Causal Sequence." c. Arithmetic. (1) Discuss the Course in Arithmetic covering the "third part" of the second, third, and fourth years' work. (1. Nature Study. (1) Discuss work for January and Feb- ruary. [). YOUNG PEOPLE'S READING CIRCLE. 1. Explain the natural tendency of children to enjoy stories of adventure and how this tendency is utilized by Mr. Eggleson in his books. 2. Show how the "Bale Marked Circle X" and "St. Clair on the Frontier" may be made the basis of the supplementary history that should precede the use of the text. 3. Why should the teacher read "Viking Tales" and "Miss Muffet's Christmas Party" to the children, and encourage them to read "His Lordship's Puppy" and "Polly Pren- tiss" for themselves, rather than vice versa ? 4. Explain the different emotions aroused in reading "Viking Tales" and "His Lord- ship's Puppy." 3— Tp. Inst, 34 5. How may this story of a baby boy of four summers a^nd a little black puppy of one, affect the whole after life of the child? 6. Discuss the instances of friendship between children and animals, that may be known by you to be true. 10. A "LESSON ON THE STAMP ACT." Pages 272-275, School Management Every teacher should make thorough preparation of this lesson. As in former lessons of this kind, the teacher should be chosen by lot just before the recitation begins. 3:20 p. m. Assignment of duties for the next insti- tute. 3:25 Miscellaneous business. 3:30 Adjournment. SIXTH INSTITUTE. PROGRAM. 9:00 a.m. 1. Opening Exercises. 2. Roll Call. Responses; quotations from Riley. 3. School Management. Chapters XIV, XVI, and XIII. Note.— Assign a teacher to each chapter. 4. Declamation. 5. The Social Spirit in America. 12:00 NOON. 1:00 p.m. 6. Music. 7. The State Course of Study. 8. Declamation and music. 9. Discuss the outline in Music, State Course of Study, "third part." 10. A lesson in some subject selected by the program committee. The teach- er to present lesson to be selected by lot as in former institutes. 3:20 Assignment of duties for next insti- tute. 3:25 Miscellaneous business. 3:30 Adjournment. 3. SCHOOL MANAGEMENT. (Chapters XIV, XVI and XIII.) (1) Chapter XIV— Reviews and Examinations. 1. What determines the use of reviews and examinations? 2. Value of thoroughness in teaching. 3. The place of oral and written tests. -35- 36 4. What makes an examination educative? 0. Advantages of examinations. a. To pupils. b. To teachers. 6. Consider the suggestions to teachers from your point of view, a. Do teachers in the district school need to do more or less paper work ? (2) Chapter XVI— The School and the Community. 1. The relation of the school to the other in- stitutions in general. 2. The school and religion. 3. The school and the home. 4. The library, the museum and the news- paper as aids to school work. 5. The school and industry. (See Bulletin No. 5, 1904.) 6. The school and the state. 7. The work with Henderson's "Social Spirit in America" will doubtless help in the study of this chapter. (3) Chapter XIII— Training Pupils to Study. 1. Read this chapter again and report to the institute your successes and failures in this direction. Make a faithful statement of how you train your pupils to study— your success. 5. THE SOCIAL SPIRIT IN AMERICA. Chapter XIV— Socialized Beauty and Recreation. ' Play and art. Physiological need. Beauty, a good. Innate want. "The Symphony." Reformatory power of beauty. The Sabbath in Scotland. Expert valua- tions of play. Jevons. Patterns of men. The drama. Discrimination. Standards needed. Pictures and statues. Develop native talent Art and nature. Where to begin. God's acre. Parks. Egoism. Hope- 37 ful examples. Prairie scenery. Examples of better things. Jonathan Chapman. Good roads again. Village improvement societies. Women's clubs. Cost. Social luxury. Witness of economists. The fallacy of spendthrifts. Chant of a socialist. Questions. Why are Americans deficient in the arts? Discuss "School Gardens" and their bearing upon the points in this chapter. Chapter XV— Charity and Correction. The egoist and the altruist. Social pathology and sociology. Poverty and pauperism. Cultivation of pauperism. Its abolition. The cannibal method. Completeness. Preventive measures. Courses. Sur- roundings. Helen Keller. Dependent and dull chil- dren Truants. Parental schools. Working children. Compulsory education. Orphans. Duty of state. Defectives. Limits of education. The insane. Reli- gious consolation. Early treatment. Tramps. Emer- gency relief. Labor bureaus. Labor tests. Volun- tary farm colonies and shops. Revelations of the work test. The "potato patch." The incompetent. The rebellious. Charity organization. Objects and methods. Friendly visitors. Public institutions. Study of causes. From individual to social. Duty of cooperation. Help for the soul. Questions. What charitable relief plan has your county? What of its effectiveness? 6. MUSIC. 38 7. THE STATE COURSE OF STUDY. Note.— Assign a fceacher to each topic indicated by letter. a. Elementary Agriculture. (1) "The country has always supplied the brain and brawn of the town and city." Give your opinion of this statement. (2) What is the objection, then, to boys leaving the farm and going to the city? Many go because of a lack of the dignity of labor, and others on account of mere ignorance of the opportunities on the farm. What can be done to give these boys the proper notion of farm work? (3) Mention some reasons for thinking that the tide may turn from the city to country. (4) What does the present tendency toward centralization indicate? With these possibilities before us, are there any reasons for enriching the course of study with a consideration of the conditions of agricultural life? (5) What may teachers in the district and township graded schools accomplish in this direction? Tell the institute what you have accomplished this year in elementary agriculture. b. Discuss the outline in Agriculture as far as (5) "Plants with two kinds of action." 8. DECLAMATION AND MUSIC. 9. DISCUSS" THE OUTLINE IN MUSIC. State Course of Study for "third part" of first and second years. 39 10. A LESSON ON SOME SUBJECT Selected by the Program Committee. The teacher to present the lesson to be selected by lot as in former institutes. 3:20 p. m. Assignment of duties for next institute. 3:25 Miscellaneous business. 3:30 Adjournment. SEVENTH INSTITUTE. • ». 6. 2:00 1:00 p. M. 7. PROGRAM. 9:00 a. m. 1. Opening Exercises. 2. Roll Call. Responses; quotations from Shakespeare. 3. School Management. Chapters XVII, XVIII and XV. Note.— Assign a teacher to each chapter. 4. Declamation. Music. The Social Spirit in America. NOON. Music. 8. The State Course of Study. 9. Declamation, Music, etc. Adjournment. 3. SCHOOL MANAGEMENT. (Chapters XVII, XVIII and XV.) (1) Chapter XVII— The School as a Social Center. 1. Dewey's four specific elements. 2. Will centralization strengthen or weaken the school as a social center? 3. Show what could be done in your com- munity with the suggestions made re- garding education societies. 4. The effect of good school decoration upon the community. (2) Chapter XVIII— Affiliated Interests. 1. Read this paper carefully and raise any questions that occur to you with regard to the author's statements. -40- 41 2. Are any of these suggestions practicable in your school? a. Show how you would use them. 3. Should a distinction be drawn between physical culture and athletics? (3) Chapter XV— School Gardens, Playgrounds, and Vacation Schools. 1. Select in this chapter the suggestions that are of value to you in your pres- ent school work. 2. How can any of these suggestions be used in the district school and com- munity? 3. The school garden as an aid to nature study and to the study of agriculture. 6. THE SOCIAL SPIRIT IN AMERICA. Chapter XVI— The Social Spirit in Conflict with Anti-Social Institutions. Food vs. surgery. Healthy hate. The drink evil. The voice of antiquity. The "antiquity argument." History of the temperance movement in America. Legal suasion. Protestants. Roman Catholics. Na- tional Temperance Society. Good Templars. Sons of Temperance. Enforcement of law. The W. C. T. U. The Crusade. Aims and methods. Miss Willard. Social purity. Woman sufferage and prohibition. Methods of dealing with drink evil. Education. Success of educational methods. The public schools. Allies of temperance reform. Steady brains wanted. Life insurance. Fashion. Legislation. Local option. Mulct laws. License laws. Desirable restrictions. Government ownership. Growth of traffic. The Gothenburg system. Its elements. Testimonies. The Humane Society. The National League for the Pro- tection of the Family. Social purity. Legislation. Gambling. Sunday rest function of law. Diversity 4:2 of Sunday thoughts. "Pleasant Sunday Afternoon. Needs of workingmen. Is there such a thing as "healthy hate?" Is the antiquity of a social custom proof that it is good? What makes a custom bad? What laws has our State for regulating the liquor traffic? What is your experience of the value of teaching Scientific Temper- Chaptee XVII— The Institutions of Ideals: The Ancient Confederacy of Virtue. The quotation from Lowell. The churches and Christianity. The growth of the church. The func- tion of the church. Defectives. The sick. The poor. Benefit associations. Reform societies. The institu- tional church. The ministry of health. Care of chil- dren. Industrial training. Economic devices. Popu- lar banking. Labor conferences. Sociability. Intel- lectual and aesthetic. Worship and evangelism. The Y. M. C. A. The Y. W. C. A. The Salvation Army and the American Volunteers. Training of workers. The King's Daughters and Sons. Young people's societies. The Sunday-school. The church and the family. Coordinating agencies. National union socie- ties. Convention of Christian workers. Open Church League. Multiplication of organs. Pioneers of prog- ress. Law of differentiation. Economy through bet- ter organization. The service asked of us*. Questions. Is education complete which ignores religion, reli- gious literature, religious music, religious institu- tions? Can the public school help? Is there any religious element in the text books, songs and per- sonal conversation of teachers in public schools? Could morality be taught in schools without reli- 43 gion? How can the churches of your county improve their methods of contributing to spiritual life? Should a study of the Bible be made a part of the school curriculum? Make a list of the thoughts in this book that have been most helpful to you. 8. THE STATE COURSE OF STUDY. a. Elementary Agriculture. (1) Finish outline in Course of Study. be- ginning with (5) "Plants with two kinds of action." (2) Show the relation of science to agri- culture. (3) Show how good crops depend largely on the selecting of seed. (4) Show the relation of the preparation of soil to good crops. (5) State what may be done to interest the children in weed extermination, etc. (6) Get boys interested in a corn contest. Tell them about selecting seed, pre- paring soil, cultivating crops, etc., then arrange for a "corn show" in fall of the corn raised by the boys. Write to the Agricultural Depart- ment, Purdue University for helps. 3:30 p. m. Adjournment 1904 1905 The Indiana Voung People's Reading Circle All correspondence relating to prices, shipment, etc., of the Young People's Books, should be addressed to A. L. Gary, Manager, 12 pembroke arcade, Indianapolis, Indiana. List of Books for 19U4-1905. Young People's Books Furnished dy the Manager, Transportation Prepaid, on Keceipt op the Price. (See Table op Prices.) Indiana Teachers' Reading Circle FOR 19Q4-19Q5. Teachers' Books Furnished by the County Superintendent of Your County. -45- TEACHERS' AND .YOUNG PEOPLE'S READING CIRCLES OF INDIANA. (Organized by the State Teachers' Association, J 883 and 1887, Respectively.) JBoaro of 2>frector6. EMMA MONT. McRAE, Lafayette. EDGAR MENDENHALL, Greensburg. ROBERT J. ALEY, Bloomington. G. H. TAPY, Columbia City. VICTOR W. B. HEDGEPETH, Goshen. J. H. TOMLIN, Shelbyville. F. A. COTTON, Indianapolis. Officers ot tbe tSoaro. J. H. TOMLIN, Shelbyville, - LAWRENCE McTURNAN, Indianapolis, Room 27, State House. F.A.COTTON, Indianapolis, - Room 27, State House. President. Secretary. Treasurer. A. L. GARY, 12 Pembroke Arcade, Indianapolis, Manager. TEACHERS' READING CIRCLE. COURSES OF STUDY FROM THE BEGINNING. 1884-85 — Brooks' Mental Science; Barnes' General History; Parker's Talks on Teaching. 1885-86— Brooks' Mental Science; Smith's English Litera- ture; Hewitt's Pedagogy. 1886-87 — Hailman's Lectures on Education ; Green's His- tory of the English People; Watts on the Mind. 1887-88— Lights of Two Centuries; Sully's Handbook of Psychology. 1888-89— Compayre's History of Education; The Marble Faun; Heroes and Hero Worship. 1889-90 — Compayre's Lecture on Teaching ; Steele's Popu- lar Zoology. 1890-91— Wood's How to Study Plants ; Boone's Education in the United States; with review of previous psychological studies. 1891-92 — Page's Theory and Practice of Teaching ; Haw- thorne's Studies in American Literature. 1892-93— Fiske's Civil Government in the United States Holmes' Autocrat of the Breakfast Table. 1893-94 — DeGarmo's Essentials of Method ; Orations of Burke and Webster. 1894-95— Tompkins' Philosophy of Teaching; Select Let- ters and Essays of Ruskin. ' 1895-96— McMurry's General Method ; Studies in Shakes- peare. -47- 48 1896-97 — Guizot's History of Civilization; Tompkins' Lit- erary Interpretations. 1897-98— Plato, the Teacher; Teaching the Language Arts. 1898-99— Social Elements; Plato's Republic. 1899-1900— Clark's how to Teach Reading; Scott's Organic Education. 1900-1901— James' Talk to Teachers on Life's Ideals Bates' The Study of Literature. 1901-1902 — Judson's Europe in the Nineteenth Century; Sanitation and Decoration, Burrage and Bailey. 1902-1903— Smith's Systematic Methodology; Hughes' Dickens as an Educator. 1903-1904— Abraham Lincoln (Nicolay); Scott's Ivanhoe. 1904-1905 — Dutton's School Management; Henderson's Social Spirit in America. STATEMENT, Teachers' Circle. The Teachers' Reading Circle Course, when considered in connection with the Township Insti- tute, is the most important and most uplifting influence in the education of the Indiana teacher. There are more than fourteen thousand teachers who read, annually, each of the two books adopted for the course, and thereby add substantially to their culture and professional training. No other State in America has a Circle so large. The books for 1904-1905 are unusually strong. School management is a subject of continual interest to the pro- gressive teacher. Dutton, from his wide experience and broad scholarship speaks with authority. The campaign year and the general social unrest makes the Social Spirit in America a very timely book. A general study of this book will give a deeper insight into social problems. Young People's Circle. The value of the Young Peo- ple's Circle to the school children of the State can hardly be overestimated. This Circle was organized and is being carried on with the thought that it is well to begin early in the life of the child to lead him to discover the real treasures in books and to form a taste for the best reading. None but the best books are selected. Many of them have a direct bearing upon the course of study and help to enrich it. The books put new life and meaning into the school work of the children, and they are rapidly forming the foundations of libraries in the country and village schools. These libraries are not only of value to the school children, but they also profoundly influence for the better all the citizens of the community. Jt is very gratifying to note the growth of interest in this Circle from year to year, as shown by the great numbers of children, patrons, teachers and school officials identify- ing themselves with the work. These facts spur the board 4— Tp.Imst. —49— 50 on to greater efforts, and as a result much better books are offered to the children fiom year to year. The board hopes that at least one set will be placed in each school this year. Nearly all the larger cities and towns are supplied with libraries. Of the children in the country schools, only about one-half are now reached by the Circle. The other half are without access to any reading matter except that which is found in their school readers, the weekly news- papers, and often the trashy reading that always finds its way into the hands of children when good literature is not supplied. It is among these children, then, that the Young People's Reading Circle is trying to push its work. It is with these children that so much needs to be done. The work should receive the earnest, sympathetic co-operation of school officials throughout the State, to the end that not only all of the children in the towns and cities, but all of the children in the country may have access to the best books. In a great many of the country schools the books have been purchased with money raised by the pupils and teachers ; others were provided by the township trustees. The books include stories of travel, science, books on child life, biography, history, poems and sketches, all of which will cultivate in the children a taste for good literature and direct them to high ideals. The Reading Circle Board adopts the books to be read, notifies the school authorities where they may be bought, and offers inducements for reading them by giving certifi- cates and diplomas. The work is growing constantly in extent and efficiency. Its promoters desire and deserve the earnest co-operation of the parents, teachers and school officials. Certificates of membership will be given to members of the Circle for the reading of one or more of the books. When the certificate shows that the holder has been a member for four years, he will receive a diploma by pre- senting the certificate to the County Superintendent. To be counted a member of the Circle a pupil must read one or more books on the list for the current year. 51 No. 1. The Roggie and Keggie Stories, by Gertrude Smith. Illustrated in colors by E. Mars and M. H. Squire. Pp. 95. This is a charming story of two little brothers, Eoggie and Reggie, aged two and four years respectively. They are real rollicking boys and their many adventures and mishaps are told in quaint and pleasing manner. The trick of repetition so dear to children, is very successfully used by the author. No. 2. Eskimo Stories, by Mary E. Smith. Illustrated by Howard V. Brown. Pp. 189. This book tells of Eskimo babies, children, games, dogs, boats, bears, seals, walrus, whales, foxes, and in fact of every thing with which the Eskimo comes in contact. The language appeals to the child and the illustrations really illustrate. No. 3. The Snow Man and Other Fairy Stories, edited by Andrew Lang. Illustrated. Pp. 159. This book contains thirteen splendid fairy stories for children. The Eat Catcher, Chin Chin Chinaman, and Toads and Diamonds are sample stories. The other ten are equally good. There are nine full-page colored plates, besides numerous illustrations in black and white. No. .4 Stories of Mother Goose Village, by Madge A. Bigham. Illustrated by Ella S. Brison. Pp. 196. Mother Goose is dear to the heart of every child. In this book Miss Bigham has created a beautiful Mother Goose Village. The doings of the famous Mother Goose characters are intensely interesting. With this background of interest many fine lessons are taught in a manner never to be forgotten. The illustrations are a valuable feature of the book. No. 5. Miss Muffet's Christmas Party, by Samuel Mc- Chord Crothers. Illustrated by Olive M. Long. Pp. 106. Miss Muffet, "who sai on a tuffet," with the assistance of the spider "who sat beside her," invited all the 52 people of Mother Goose Village, of Fairyland, of Wonder- land, and of all other lands dear to children, to her Christ- mas party. They all clme. Their actions and conversa- tions make up the book. Every child will enjoy it and will desire to become better acquainted with the famous book people. No. 6. Yiking Tales, by Jennie Hall. Illustrated by Victor Lambdin. Pp. 207. These tales breathe the spirit of the old Noreemen. They tell the story of war and adventure. The settlement of Iceland and Greenland, with the hard conditions of life in these frozen lands, make the background for a most inter- esting story. The occasional visits of some of the more adventurous spirits to America is told in an entertaining manner. No. 7. Little Polly Prentiss, by Elizabeth Lincoln Gould. Illustrated by Ida Waugh. Pp. 192. Little Polly is an orphan living on charity at the Mauser farm. She is taken on a month's trial by Miss Hester Pomeroy, of Pomeroy Oaks. If she pleases Miss Pomeroy, she is to be adopted and take the place of Eleanor a favor- ite niece. Mrs. Mauser pictures Eleanor as perfect in every way and cautions Polly to be like her. The story is an in- teresting account of Polly's ludicrous attempts to be some- body other than herself, and of Miss Hettie's attempts to overcome the child's absurd notion. It is interesting and ends with a complete understanding of all parties con- cerned. No. 8. Bis Lordship's Puppy, by Theodora C. Elmslie. Illustrated by Ida Waugh. Pp. 205. This story is written in pure, choice English. It is fasci- natingly interesting. It is the story of a Black Puppy owned by an English Lord during his Oxford days. A wonderful friendship springs up beween the Puppy and the Baby, the landlord's little son. The story of these two, child and dog, of the love of the one and the faith of the other, is a tale that is worth while. a« No. 9. The Bears of Blue River, by Charles Major. Illustrated. Pp. 277. Everybody likes a bear story. These have the true flavor. They are Indiana bear stories. The scene of action is Central Indiana in the early twenties. The stories center about Balser Brent and his son Balser. Their experiences were common to many pioneers. They make most interest- ing reading and give us an intimate acquaintance with pioneer manners, customs, and adventures. No. 10. Pickett's Gap, by Homer Green. Illustrated. Pp. 208. The principal characters of this story are Abner Pickett, Charlie Pickett, the son, and Dannie Pickett, the grand- son. All are somewhat stubborn, but each one possesses true grit. Through a fault on the part of Charlie, father and son are estranged. Dannie is left with his grand- father. The attempt of two rival railroads to get through Pickett's Gap, and the mysterious removal of the grade stakes of one, brings on a lawsuit. Dannie, unsummoned, and through great difficulty, reaches the court room and testifies that he removed the stakes, and thus saves the day for his grandfather. Dannie's serious illness, brought on by the exposure of this trip, brings about the reconcilia- tion of father and son. No. 11. Stories of Starland, by Mary Proctor. Illus- trated. Pp. 185. Mary Proctor grew up in an atmosphere of astronomy. At the knee of her father, the great Richard A. Proctor, she learned the stories of the stars, their myths and leg- ends. She, herself, has been a life-long student of astronomy. All these advantages, and her ability as a story-teller, combine to make this little book intensely in- teresting. It contains just such information about the stars as every one should have. No. 12. The Little Colonel's Holidays, by Annie Fellows- Johnston. Illustrated by L. J. Bridg- man. Pp. 232. This is another splendid number of The Little Colonel series. Purity of thought, unselfishness and nobility, are 54 the characteristic features. Our old friends, Betty, Joyce, Eugenia, the Little Colonel, Malcolm and Keith, are lead- ing characters. Molly, an orphan girl at the Cuckoo's Nest, adds interest by her peculiarities and her intense love for her lost sister, Dot. The interest in Dot is con- tagious, and the Little Colonel and her friends join in the search. She is at last found, in a New York hospital, and loving friends bring Molly to her and make her last Christmas a happy one. No. 13. A Red Man of Quality, by Edward Everett Billings. Illustrated. Pp. 259. This is an Indian story on an entirely different plan from that usually followed. Henry West is an Indian of fine presence and great ability. He is a graduate of Car- lisle. His attempts to elevate his people prove futile, and he is saddened by the failure. As the guide and com- panion to a professor leading a- geological party he renders helpful service, and finally loses his life in de- fending his white friends from an Indian attack. No. 14. The Bale Marked Circle X, a blockade running adventure, by George Cary Eggleston. Illustrated by C. C. Emerson. Pp. 376. This is a stirring story of adventure during the Civil War. A young officer and two companions are detailed by the Confederate Government to carry important papers to Nassau, in the Bahamas. The voyage was made in a small sailboat. Getting through the Federal blockade, at Charleston, the shipwreck, and the successful termination of the venture, form a story that holds the reader's atten- tion to the very end. The manliness and spirit of the young heroes impresses one in the most wholesome manner. No. 15. On the Frontier with St. Clair, by Charles S. Wood. Illustrated by C. C. Emerson. Pp. 343. No states have a more interesting pioneer history than Ohio and Indiana. The sturdy men and women that came into these states have never been surpassed in honesty, 55 courage and sterling worth. The author makes St. Clair and his disastrous campaign the center of a most interest- ing story. The hardships of the settlers, their dangers and suffering from Indian attacks, their skill in meeting hard conditions and their fine Americanism, are all told in a fascinating manner. No. 16. Miss Lochiuvar, A Story for Girls, by Marion Ames Taggart. Illustrated by W. L. Jacobs and Bayard F. Jones. Pp. 261. While this is a story for girls, men, women and boys will enjoy it as well as girls. Janet Howe is a bright, sensible girl who has grown up in a western village. Her uncle, a wealthy broker of New York, invites her to spend the winter with his family, which consists of himself, wife and six children. The invitation is made without consulting his family, and is received by them with various expres- sions of dissatisfaction and disgust. Sydney, the eldest son, in derision calls her Miss Lochinvar. Janet comes as an unwelcome guest into this family of selfishness. By her unselfishness, her tact and her uniform good humor, she wins them all, and better than that, gets them to know and love each other. No. 17. The Thrall of Leif the Lucky, A Story ol Yiking Days, by Ottilie A. Liljencrantz. Il- lustrated by Troy and Margaret West Kinney. Pp. 354. The author of this work has entered an almost virgin field, that of the Norseland. The work is well done, so well, indeed, that the reader soon finds himself breathing the very atmosphere of the Vikings. The manners, cus- toms, and religious beliefs of the Norsemen are ingeniously interweven with the history of Alwin, a captive from Northumbia, who becomes the Thrall of Leif. A rugged northern love story makes the book doubly interesting. No. 18. For the Honor of the School, by Ralph Henry Barbour. Illustrated by C. M. Eelyea. Pp. 253. This is a first class school story, with athletics as its theme. It is refreshing and encouraging to read a book 56 which so strongly emphasizes clean and honorable athletics. " I will play fair," the.pledge of the Hilton players, is the key note. The athletic development of Wayne Gordon is interesting, and the evolution of his grit commendable. No. 19. The Horse Fair, by James Baldwin. Profusely illustrated. Pp. 418. In a very clever way, and under the guise of a fair, the story of the famous horses of the world, both real and myth- ical, is told. The theme is a pleasant one and the treat- ment is masterly. Instruction and amusement, truth and fiction, are so cleverly united that the reader's attention is held closely to every page. THE READER MAGAZINE. An Illustrated Monthly. The Indiana Reading Circle has arranged to offer this magazine to teachers, pupils and school libraries at a special rate. The regular price is $3.00 a year, but by adding $1.00 to an order for books amounting to $2.00 or more, a full year's subscription may be secured. The Indiana Young People's Reading Circle, A. L. Gary, Manager. 57 LIST OF BOOKS FOR J904-J905. READ THE FOLLOWING CAREFULLY. 1. The mailing price should be sent for orders amount- ing to less than $2.00, and for ALL ORDERS to be sent where there is no express office. 2. If you have no express office in your town, please state the express office to which you prefer your books sent. 3. We are not responsible for books sent by mail. The mailing price is given in the second column below. 4. Books will be sent, transportation prepaid, on re- ceipt of prices given, prior to July 1st, 1905, subject to the above conditions. 5. Send DRAFT, MONEY ORDER or registered let- ter. The purchaser MUST PAY COST OF REMIT- TANCE. 6. For $2.00 worth of these books and $1.00 additional we will send The Reader Magazine (a $3.00 monthly) for one year. 58 LIST OF YOUNG PEOPLE'S READING CIRCLE BOOKS FOR YEAR 1904-1905. Names of Books. Authors. o CO CO . <° E u~ ft be a '3 >> pq 1 ? Second Grade. TheRoggie & Reggie Stories Smith Smith $0 80 30 30 35 55 30 55 55 85 75 35 60 75 80 80 85 85 80 80 $0 90 40 :-? The Snow Man 35 4 5 6 Stories of Mother Goose Village. Third Grade. Miss Muffet's Xnias Party Viking Tales Bigham Crothers Hall 40 60 35 7 Little Polly Prentiss Gould Elmslie 65 8 65 q Fourth and Fifth Grades. 95 10 Green Proctor Johnston Billings Eggleston — Wood 85 11 40 12 13 14 15 The Little Colonel's Holidays. . . Sixth and Seventh Grades. Red Man of Quality The Bale Marked Circle X St. Clair on the Frontier 70 80 90 90 16 Taggart Liljencrantz . Barbour Baldwin 95 17 18 IP Eighth and Advanced Grades. The Thrall of Leif the Lucky. . . . 'For the Honor of the School The Horse Fair 95 90 95 Sets Total $11 90 $13 55 The Header Magazine $1.00 Extra. 50 " A good book is the precious lifeblood of a master spirit embalmed and treasured up on purpose to a life beyond life."— Milton. "God be thanked for good books. They are the voices of the distant and the dead, and make us heirs of the spir- itual life of the past ages. In the best books great men talk to us, give us their most precious thoughts and pour their souls into ours." — Channing. "A taste for books is the pleasure and glory of my life. I would not exchange it for the glory of the Indies." — Gibbon. "If the crowns of all the kingdoms of Europe were laid down at my feet in exchange for my books and my love of reading, I would spurn them all." — Fenelon. LIBRARY OF CONGRESS 019 747 964 4 *